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Game-based learning pedagogy has received widespread attention in recent years due to its conceivable potential in adapting to the evolving needs from the "Net Generation", or "digital natives". Due to difficulties in defining, constructing and measuring complex variables as well as the subsequent results, however, rigorous empirical research on the effectiveness of gamification in education or game-based learning has been limited, especially in tertiary education.
Ding et al. (Wed,) studied this question.